지원사업
학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
초록· 키워드
오류제보하기
Objective: The current study aims to examine Korean children and adolescents’ understanding of equity in salary allocation, and how this develops with age. In particular, reasoning about unequal salary distribution based on gender and hierarchy is examined in this study, respectively.
Methods: Employing a social domain theoretical framework, the current study investigated a total of 60 South Korean children and adolescents’ evaluation on gender- and hierarchy-based salary differentials, along with their reasoning for their fairness decisions. Participants were divided into three ages groups of 10-11 years, 12-13 years, and 15-16 years, to compare the age-related change on their evaluations regarding differential salary allocation.
Results: Findings revealed that children across age groups considered gender-based salary differentials as morally unfair; however, when salary was differed based on hierarchy (e.g., boss vs. secretary), with age children increasingly judged that the salary differential on position status is acceptable.
Conclusion: The current study suggests that as children’s thinking becomes more sophisticated with age, they are better able to incorporate diverse societal issues such as hierarchy into their equity decisions, reflecting children’s developing conceptions on distributive justice. This study contributes to current understandings regarding Korean children’s evaluations of salary inequalities.
Methods: Employing a social domain theoretical framework, the current study investigated a total of 60 South Korean children and adolescents’ evaluation on gender- and hierarchy-based salary differentials, along with their reasoning for their fairness decisions. Participants were divided into three ages groups of 10-11 years, 12-13 years, and 15-16 years, to compare the age-related change on their evaluations regarding differential salary allocation.
Results: Findings revealed that children across age groups considered gender-based salary differentials as morally unfair; however, when salary was differed based on hierarchy (e.g., boss vs. secretary), with age children increasingly judged that the salary differential on position status is acceptable.
Conclusion: The current study suggests that as children’s thinking becomes more sophisticated with age, they are better able to incorporate diverse societal issues such as hierarchy into their equity decisions, reflecting children’s developing conceptions on distributive justice. This study contributes to current understandings regarding Korean children’s evaluations of salary inequalities.
목차
Introduction
Methods
Results
Discussion
References
참고문헌 (31)
참고문헌 신청
[단행본] - Adams, J. S. / 1965 / Advances in Experimental Social Psychology (Vol. 2) / Academic Press : 422 ~ 436
[학술지(정기간행물)] - Almas, I. / 2010 / Fairness and the development of inequality acceptance / Science 328 (5892) : 1176 ~ 1178
[학술지(정기간행물)] - Arsenio, W. F. / 2015 / Moral psychological perspectives on distributive justice and societal inequalities / Child Development Perspectives 9 (2) : 91 ~ 95
[학술대회논문] - Arsenio, W. / 2014 / Adolescents' conceptions of institutional fairness: Connections with possible selves / the annual meeting of the Jean Piaget Society
[학술지(정기간행물)] - Baumard, N. / 2012 / Preschoolers are able to take merit into account when distributing goods / Developmental Psychology 48 (2) : 492 ~ 498
[학술지(정기간행물)] - Almas, I. / 2010 / Fairness and the development of inequality acceptance / Science 328 (5892) : 1176 ~ 1178
[학술지(정기간행물)] - Arsenio, W. F. / 2015 / Moral psychological perspectives on distributive justice and societal inequalities / Child Development Perspectives 9 (2) : 91 ~ 95
[학술대회논문] - Arsenio, W. / 2014 / Adolescents' conceptions of institutional fairness: Connections with possible selves / the annual meeting of the Jean Piaget Society
[학술지(정기간행물)] - Baumard, N. / 2012 / Preschoolers are able to take merit into account when distributing goods / Developmental Psychology 48 (2) : 492 ~ 498
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